Religious Doctrines and Critical Religious Education: Teachers' Epistemic Switching in a Confessional Setting

Autor/inn/en	Zembylas, Michalinos; Loukaidis, Loizos; Antoniou, Marios; Antoniou, Petroula
Titel	Religious Doctrines and Critical Religious Education: Teachers' Epistemic Switching in a Confessional Setting
Quelle	In: British Journal of Religious Education, 41 (2019) 3, S.286-298 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zembylas, Michalinos) ORCID (Antoniou, Marios) ORCID (Antoniou, Petroula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
Schlagwörter	Religious Education; Beliefs; Epistemology; Attitude Change; Teacher Attitudes; Foreign Countries; Christianity; Religion; Cultural Pluralism; Elementary School Teachers; National Curriculum; Educational Attitudes; Teaching Methods; Cyprus + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Belief; Glaube; Erkenntnistheorie; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Ausland; Christentum; Kulturpluralismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Zypern
Abstract	The purpose of the present article is twofold: first, to examine whether epistemic switching is documented in the context of religious education; and second, if it is, to show the challenges as well as the strategies that teachers utilise when they engage in epistemic switching. The context of our study is religious education in the Greek-Cypriot educational system -- an example of a confessional setting in which Greek Orthodox Christianity is the only religion being taught in schools. This article describes a qualitative case study research -- which is part of a larger, 1-year project -- that explores the understandings of religion and interculturalism as well as the pedagogical perspectives on religious education of six Greek-Cypriot primary school teachers. The findings show how the possibilities and obstacles of teachers' epistemic switching could inform larger debates concerning the entanglements between critical religious education pedagogies and religious doctrines, especially within confessional educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01